Altavas College

Altavas Aklan

TECHNOLOGY FOR TEACHING AND LEARNING 2

GROUP 1 REPORTERS
Joyce S. Selorio
Andrea Lyn C. Samaco
Sariah Mia M. Lopez
Carl Christian C. Delgado
Lovely G. Mariano
BSED 3 ENGLISH

Doc. Annalyn N. Bebita

INSTRUCTOR

MODULE 1 – LEARNING PLANS IN THE CONTEXT OF THE 21st CENTURY

Reporter: Joyce S. Selorio

The K to 12 Curriculum enhances basic education, providing sufficient time for

mastery, developing lifelong learners, and preparing graduates for various pathways.
It aims to improve the quality of education to support national development. A key
feature of the curriculum is equipping graduates with essential 21st-century skills,
including technology, communication, innovation, and life skills.
To support this, the course focuses on integrating ICT in teaching and learning,
helping pre-service and in-service teachers enhance creativity, expand learning
beyond the classroom, and use technology effectively as a teaching tool.
LESSON 1 – K to 12 Curriculum Framework
The K to 12 Curriculum implementation led to an enhanced Teacher
Education Curriculum by CHED. It integrates technology for teaching and learning
across all levels and specializations, meeting 21st-century classroom demands. One
of the considerations is the need to implement the following salient features of the
curriculum through integrating technologies for teaching and learning. The use of
technologies is done in the different levels of learning and in teaching the various
fields of specialization.

1. Strengthening Early Childhood Education

The Universal Kindergarten program ensures every Filipino child has access
to early childhood education. Technology facilitates this access, aiding teachers in
teaching foundational concepts like the alphabet, numbers, shapes, and colors
through engaging games, songs, and dances in their Mother Tongue.
2. Making the Curriculum Relevant to Learners
Learners value a curriculum relevant to their lives. Teachers must connect
daily lessons to students' personal well-being and professional preparation.
Emotional engagement and linking new information to existing knowledge are key.
Sara Bernard stressed that students need to have a personal connection to a lesson
material that can be done through engaging them emotionally or connecting the
information with that which they already know. This she calls, “Give It Context, and
Make it Count.”
Briggs (2014) shared some few tips for making learning engaging and personally
relevant as cited by Willis, Faeth, and Immordino-Yang:

 Use suspense and keep it fresh - Drop hints about a new learning unit
before you reveal what it might be, leave gaping pauses in your speech,
change seating arrangements, and put up new and relevant posters or
displays.
 Make it student-directed - Give students a choice of assignments on a
particular topic, or ask them to design one of their own. When students are
involved in designing the lesson, they better understand the goal of the
lesson and become more emotionally invested in and attached to the learning
outcomes.
 Connect it to their lives and to what they already know - Taking the time
to brainstorm about what students already know and would like to learn about
a topic helps them to create goals. This also helps teachers see the best
points of departure for new ideas. Making cross-curricular connections also
helps solidify those neural loops.
 Provide utility value - Utility value provides relevance first by piquing
students and by telling them the content is important to their future goals; it
 then continues by showing or explaining how the content fits into their plans
for the future. This helps students, realize the content is not just interesting
but also worth knowing.
 Build relatedness - Relatedness, on the other hand, answers the question,
"What have these to do with me?" It is an inherent need that students to feel
close to the significant people in their lives, including teachers. Relatedness
is seen by many as having non-academic and academic sides.
To be able to apply the tips recommended by various experts and to allow
students to realize the value of their curriculum, technological tools can be used. 21 st
century learners are expected to be demonstrating 21st century competencies such
as collaboration, digital literacy, critical thinking, and problem solving to be able to
thrive in this world (Rich, 2014). Contextualizing the curriculum challenges teachers
to enhance both pedagogical and technological skills.
3. Building Proficiency (Mother-tongue Based Multilingual Education)
Promoting a child's dominant language as the language of instruction is
crucial. Technological tools are highly encouraged to develop learning materials,
especially given the scarcity of resources in various mother tongues. This approach
helps children learn better, participate more actively, and acquire a second language
faster. When taught in a language they understand, children learn better and are
more active in class. They also retain their ethnic identity, culture, heritage, and
values, and can learn a second language even faster.
4. Ensuring Integrated and Seamless Learning
Learning basic concepts that lead to a more complex and sophisticated
version of the general concepts entail TPACK: Technological knowledge,
pedagogical knowledge, and content knowledge. Rediscovering concepts previously
presented as students go up in grade level will be fully supported if all the areas of
specialization will be aided by technologies for teaching and learning. This will further
strengthen retention and will enhance mastery of topics and skills as they are
revisited and consolidated time and again. This also allows learners to learn topics
and skills appropriate to their developmental and cognitive skills.
5. Gearing Up for the Future
The K to 12 Curriculum ensures college readiness by aligning the core and
applied courses to the College Readiness Standards (CRS) and the new General
Education (GE) Curriculum. Hence, the K to 12 Curriculum focused on developing
appropriate Specialization Subjects for the Academics, Sports, Arts and Design, and
Technical Vocational Livelihood Tracks. All of these specialization subjects have to
be supported by educational technology for better learning.
6. Nurturing the Holistically Developed Filipino
To nurture holistically developed Filipino, every K to 12 graduate is expected
to be ready to go into different paths higher education, employment, or
entrepreneurship. Every graduate is expected to be equipped with information,
media and technology skills, learning and innovation skills, effective communication
skills, and life and career skills. This may happen with the proper implementation of
the curriculum and with the facilitation by excellent teachers. For teachers to
maintain excellent performance, they need full support, one of which is technological
support.
CONCLUSION
The 21st-century learning plans centered on the K to 12 Curriculum aim to
develop lifelong learners prepared for diverse pathways. Key elements include
integrating technology across all levels, fostering core skills like collaboration and
critical thinking, strengthening early childhood education through accessible
programs in the Mother Tongue, and making learning relevant by connecting content
to students' lives, goals, and relationships. Additionally, Mother-Tongue Based
Multilingual Education supports better learning, cultural preservation, and faster
second language acquisition, while spiral progression with TPACK ensures
integrated, seamless mastery of concepts as students advance.

LESSON 2 – ICT-Pedagogy Integration in Language Learning Plans

Reporter: Andrea Lyn Samaco

Learning Outcomes
At the end of the lesson, the learner should be able to:
 discuss essential points to consider when integrating any ICT in facilitating
language education;
 present learning plans that integrate ICT in the learning procedures to be able
to attain the learning outcomes; and
 plan for some activities that will help develop digital citizenship and relate this
to the development of 21st Century skills among learners.
Teaching has always been a challenging profession since knowledge has been
expanding and essential skills have been increasing and changing. With these
challenges, teachers need to engage educational technologies to assist them in the
teaching-learning process. Engaging educational technologies in teaching are
founded on principles and philosophies. Understanding these will help you
successfully integrate technologies to allow your students to demonstrate the
intended learning outcomes of your field of specialization.

Integrating Technology in Instruction

Various educators and researchers provided the following concepts and principles
about integrating technology in instruction:
1. John Pisapia (1994)
Integrating technology with teaching means the use of learning technologies to
introduce, reinforce, supplement and extend skills. For example, if a teacher merely
tells a student to read a book without any preparation for follow up activities that put
the book in a pedagogical context, the book is not integrated. In the same way, if the
teacher uses the computer to reward children by allowing them to play a game, the
computer is not integrated.
On the other hand, integrating technology into curricula can mean different things: 1)
computer science courses, computer-assisted instruction, and/or computer-
enhanced or enriched instruction, 2) matching software with basic skill
competencies, and 3) keyboarding with word processing followed up with
presentation tools.
2. International Society for Technology in Education (ISTE)
Effective integration of technology is achieved when students are able to select
technology tools to help them obtain information in a timely manner, analyze and
synthesize the information, and present it professionally. The technology should
become an integral part of how the classroom functions as accessible as all other
classroom tools.
3. Margaret Lloyd (2005)
ICT integration encompasses an integral part of broader curriculum reforms which
include both infra-structural as well as pedagogical considerations that are changing
not only how learning occurs but what is learned.
4. Qiyun Wang and Huay Lit Woo (2007)
Integrating Information and Communication (ICT) into teaching and learning is a
growing area that has attracted many educators' efforts in recent years. Based on
the scope of content covered, ICT integration can happen in three different areas:
curriculum, topic, and lesson.
5. Bernard Bahati (2010)
The process of integrating ICT in teaching and learning has to be done at both
pedagogical and technological levels with much emphasis put on pedagogy. ICT
integration into teaching and learning has to be underpinned by sound pedagogical
principles.
6. UNESCO (2005)
ECT integration is not merely mastering the hardware and software skills. Teachers
need to realize how to organize the classroom to structure the learning tasks so that
ICT resources become automatic and natural response to the requirements for
learning environments in the same way as teachers use markers and whiteboards in
the classroom.

Information and Communication Technology (ICT)

Before you can successfully integrate ICTs in your language instruction, there is a
need to have a good grasp of what Information and Communication Technology
(ICT) is all about. Specifically, there is a need also to determine the ICTs that are
available for language education. The following are the definitions of ICT from
various sources:
1. Moursund (2005)
ICT includes all the full range of computer hardware, computer software, and
telecommunications facilities. Thus, it includes computer devices ranging from
handheld calculators to multimillion worth supercomputers. It includes the full range
of display and projections devices used to view computer output. It includes local
area networks and wide area network that will allow computer systems in people to
communicate with each other. It includes digital cameras, computer games, CDs,
DVDs, cell telephones, telecommunication satellites, and fiber optics. It includes
computerized machinery and computerized robots.
2. Tinio (2009)
ICT is a diverse set of technological tools and resources used to communicate,
create, disseminate, store, and manage information. These technologies include
hardware devices, software applications. internet connectivity, broadcasting
technologies, and telephony.

Reporter: Sariah Mia M. Lopez

3. UNESCO (2020)
•ICT refers to a wide range of digital tools used to create, store, share, and
communicate information, including computers, the internet, media technologies, and
communication [Link] also views ICT as a scientific and technological
field that involves managing information and applying it to social, economic, and
cultural contexts.
4. Ratheeswati (2018)
•ICT affects all areas of human life and plays an important role in business,
education, work, and entertainment, bringing changes in communication, learning,
and research. ICT is essential in modern classrooms as it supports 21st-century
skills, improves teaching and learning, and helps teachers create engaging learning
environments.
•Technology alone does not guarantee learning; proper integration is needed to
achieve learning goals, especially in lesson and learning plan [Link]
frameworks guide teachers in using technology effectively to support the teaching–
learning process, particularly in language education.

Using ICT Integration Frameworks in Language Education Learning Plans

• Experts provide various concepts that help clarify how technology should be
properly integrated into the teaching–learning process. Simply using technology in
the classroom does not automatically improve learning.
• ICT integration frameworks guide teachers in using educational technologies
effectively to achieve learning goals, particularly in developing lesson plans for
language education.

A. Conversational Framework of Laurillard (2002)

• Laurillard’s framework emphasizes the use of different media and interactive

learning activities to promote understanding, encourage communication, and help
learners develop the required knowledge and skills. This is how the Conversational
Framework (Laurillard, 2002) may support. The framework postulates a way of
presenting teaching and learning in terms of events. These are five (5) key teaching
and learning events in the framework which are identified as:
a. acquisition;
b. discovery;
e. dialogue,
d. practice, and
e. creation

Vis-à-vis the five events are specific teaching strategies, learning actions or
experiences, related media form, examples of non-computer based activity, and
examples of computer-based activity.

Teachin Teaching Learning Related Examples Examples

g and Action or Action or Media Form of Non of
Learning Strategy Experience Computer Computer-
Event Based Based
Activity Activity
Acquisiti Show, Attending, Narrative: TV, video, Lecture
on Explain Apprehendin film, notes.
Linear
Demonstrat g. Listening lectures,
online,
e, text acquired books,
streaming
Describe, simultaneousl other print
videos of
y publication
lecture DVD,
presentational s
multimedia
. Usually
including
same by
digital video,
many people
audio clips
and
animations
Discover Create or Investigating Interactive: Libraries, CD based,
y set up or , Exploring. galleries, DVD, or
find out or Browsing, museums Web
guide Searching resources
through Non-linear including
discovery presentational hypertext,
spaces and , searchable, enhanced
resources filterable etc. hypermedia,
but no multimedia
feedback resources.
Also
information
gateways.
Dialogue Set up. Discussing, Communicati Seminar, Email,
Frame, Collaboratin ve: tutorials. discussion,
g, Reflecting, conferenc forums,
Moderate,
Arguing, es blogs
Lead,
Analyzing. Seminar,
Facilitate
Sharing tutorials.
discussions
conferences
Conversation
with other
students,
lecturer or
self
Practice Model Experimentin Adaptive: Laboratory Drill and
g, Practicing , field trip, practice,
Feedback,
simulation, tutorial
learner
role play programmes
control
,
simulations,
virtual
environment
s
Creation Facilitating Articulating, Productive: Essay, Simple
Experimentin existing
object,
g. Making tools, as
Synthesizing Learner animation, well as
control especially
Model created
programmab
le software

Teaching and Learning Events and Associated Media Forms (Czerniewicz & Brown
(2005) adapted from Laurillard (2002).
Reporter: Carl Christian C. Delgado

LAURILLARD’S CONVERSATIONAL FRAMEWORK IN LANGUAGE EDUCATION

The Laurillard's Conversational Framework (LCF) is highly relevant for
language education, especially with the complex use of various technologies. The
framework clearly presents the way teaching events in language classrooms can be
thoroughly related to their language learning events. It helps teachers align their
teaching styles with student learning needs, integrating ICT and pedagogy
meaningfully.
The usefulness of LCF in language education was analyzed in a study that was
conducted by Abeer Aidh Alshwiah in 2016. The study investigated and evaluated
the effectiveness of LCF in developing the writing component of foreign language
learners' (FLLs') communicative competence in blended learning (BL) context, as
compared to a face-to-face (F2F) context. The FLLS in the study comprised three
intact classes from a foundation course at a Saudi university, The three skills
addressed consisted of the use of the past tense to describe past events and form
WH-questions, as part of grammatical competence, and writing a letter of complaint,
as part of sociolinguistic competence.
To evaluate the effectiveness of LCF, a mixed-methods approach was used. The
quasi-experimental design -- applied by measuring learners' development in the
three aforementioned skills. The corresponding test results were then compared with
those of a control group. Moreover, the benefits of LCF were examined by gathering
the learners' perceptions of the intervention and analyzing their engagement with the
teacher, peers, tasks and language.
Key Findings
The study revealed that:
 LCF was more effective in the BL than in the F2F context, in terms of
developing the learners' skill in forming WH- questions.
 Both contexts almost equally developed the learners' skills in using the past
tense and writing a letter of complaint.
 Interviews with volunteers from the two experimental groups, observing their
engagement, and analyzing their conversations, revealed positive perceptions
amongst learners with an intermediate level of English language proficiency.
 On the other hand, two different factors affected their perceptions of the
intervention: language proficiency and the willingness of peers to collaborate.
Another factor affecting perceptions of BL was lack of familiarity with the
technology applied.
It is therefore recommended that this barrier be overcome and the use of BL, given
its effectiveness for the development of more writing skills be encouraged.
B. Three Fundamental Elements of ICT Integration by Wang (2008)
Wang in 2008 posited that integration of ICT consists of three fundamental elements.
These are pedagogy, social interaction, and technology. These elements are
diagrammatically represented by Wang in Figure 1.

Figure 1: The ICT Integration Framework

Pedagogy:
In language learning, pedagogy refers to the strategies teachers use to deliver
lessons and help learners achieve language competencies. The pedagogical
element in language learning is very important as it primarily reflects the art of
teaching a teacher will employ in the learning process.
The pedagogical design a language teacher will use needs to include:
• Proper selection of content and activities.
• Utilizing technology to provide learning scaffolds.
• Considering diverse learning environments and objectives.
• Appropriate use of learning resources and activities.
Social Interaction:
Social interaction activities as one of the elements in the framework are
crucial in language learning. With social interaction, learners will naturally acquire a
language and develop language knowledge and skills that are important for them to
live and work in various communities. In the various learning events, the language
teacher may use computers which may allow the learners to interact and
demonstrate the language skills and competencies required from them. The teacher
and the learners may use computers to connect and learn through the computers
that are now connected world-wide. With the advent of computer-mediated
communication (CMC), planned social interaction activities that aim to enhance
language learning becomes more convenient and flexible. Language learners may
maximize computers individually but they may also collaboratively use them with
other learners. As noted by Uribe, Klein, & Sullivan (2003), computer-supported
collaborative learning has shown positive effects on students' performance.
To engage the learners in the teaching-learning process fully and meaningfully, the
social design of the ICT-based learning environment needs to deliver a secure and
comfortable space. This will allow the learners to willingly share their thoughts and
ideas to facilitate communication among them.
Technology:
The third element of the framework is the technological component that
generally uses computers to support various learning activities. Through the use of
computers, various teaching modes may happen. Interaction does not solely happen
in a face-to-face environment. It may also happen online. In order for any online
interaction activities in a language classroom to be effective, there is a need to
consider the availability of the facilities they require and ease of access. The human-
computer interface design is also critical because this will define the utility of the
technology-based learning environment. It must be noted that in language learning,
the ease of learning in the interface design is essential. It needs to motivate the
learners to fully participate.
In the 21st Century classrooms, the three components: pedagogy, social
interaction, and technology, are needed in an ICT-based learning environment. Due
to the advent of educational technologies which are fundamental requirements in
ICT-pedagogy integration, the challenge among learning institutions is to provide
support for the integration to happen.

Reporter: Lovely G. Mariano

C. Categories for Information Communication and Technology (ICT) in Teacher

Training
There is a lot of researches that will prove that the integration of ICTs can fully
transform classroom instruction. Haddad in 2003 states that the teachers' use of ICT
supports the development of higher-order- thinking skills (HOTS) and promotes
collaboration. This is the reason why trainings in ICT pedagogy-integration are
promoted.
For a successful ICT-pegadogy integration training to take place, it will help if a
training framework will be used as a guide. Jung (2005) was able to organize various
ICT teacher training efforts into four categories. This is presented in this framework.
D. UNESCO ICT Competency Framework for Teachers
Having a society that is increasingly based on information and knowledge and with
the ubiquity of Information and Communication Technology (ICT) for instruction,
UNESCO was able to develop ICT Competence Framework for Teachers (UNESCO,
2018).

This framework, which is a part of a range of initiatives by the UN and its specialized
agencies including UNESCO, aims to promote educational reform and sustainable
economic development anchored on the principles and objectives of the Millennium
Development Goals (MDG), Education for All (EFA), the UN Literacy Decade
(UNLD), and the Decade of Education for Sustainable Development (DESD). As
shown by the framework, the teachers have six aspects of work: understanding ICT
in education, curriculum and assessment pedagogy, application of digital skills,
organization and administration, and teacher professional learning. Across the six
aspects of work are the three approaches to teaching based on human capacity
development - knowledge acquisition. knowledge deepening, and knowledge
creation.

The framework also specifically aims to equip teachers to be able to do their roles
achieving the following societal goals:
 build workforces that have information and communications technology (ICT)
skills and are reflective, creative and adept at problem-solving in order to
generate knowledge;
 enable people to be knowledgeable and resourceful so they are able to make
informed choices, manage their lives effectively and realize their potential;
  encourage all members of society irrespective of gender, language, age,
background, location and differing abilities to participate fully in society and
influence the decisions that affect their lives;
 and foster cross-cultural understanding, tolerance and the peaceful resolution
of conflict.

The Commission on Higher Education (CHED) through its Policies, Standards, and
Guidelines (PSGs) requires the integration of ICTs in language teaching and
learning. Hence, the ICT Competency Framework for Teachers is very useful to
support the standards as they will serve as a guide to assist the teachers to
successfully integrate ICT into the language classroom. Through the framework, the
language teachers may structure their learning environment in new ways, merge
new technology and pedagogy, develop socially active classrooms, and encourage
co-operative interactions, collaborative learning and group work.

CONCLUSION
The K to 12 Curriculum helps students become lifelong learners who are ready for
the future. It uses technology, real-life connections, and the Mother Tongue to make
learning easier and more meaningful. Teachers play an important role by using ICT
properly and choosing the right teaching methods. When technology and good
teaching work together, students can develop language skills, critical thinking, and
other 21st-century skills needed for school, work, and everyday life.